拟人及其层面化研究

在所有的修辞格中,拟人的背景最为复杂,涵义最为深刻。拟人大致分为三大层面:第一个层面是审美意境上的拟人;第二个层面是用语上的拟人;第三个层面是用词上的拟人。这三个层面既有区别又有联系,后两种源于前一种,都与美学有着深刻而本质性的联系,是美学在修辞学中的一个缩影。     

论高校校园文化建设的四个层面

高校校园文化在大学生思想教育过程中发挥着重要作用,是高校进行思想教育的重要载体,是一项复杂的系统工程。加强校园文化建设,必须从物质文化、行为文化、制度文化、精神文化四个层面入手,由表及里,循序渐进,努力建设体现时代特征和高校特色的校园文化。     

Demographic Transformation in a Policy Vacuum: The Changing Face of U.S. Metropolitan Society and Challenges for Public Schools

Abstract

Educators and policy makers must confront the race and class disparities in learning opportunities across American society. Nowhere are these disparities more acute than in the country's great metropolitan areas. As the demographic landscape continues to shift, metropolitan areas are fueling the transition to a majority-minority country. This essay provides an overview of the challenges for the country's public schools and offers an alternative path to creating a more just and vital society.     

载沣新论

载沣当政后,在政治、经济、军事、文化等许多方面尽心竭力,其中政治方面主要是澄清吏治、推行宪政等,经济方面乃发展实业、开源节流、慎重国债、注重农工商业的发展等,外交方面是维护主权、选用外交人才及法律御侮等,军事方面为振兴海陆军、实行义务兵制、加强军队素质建设等,文化方面是注重真才实学、改进教育制度等。载沣出于维护清王朝的统治的目的,殚精竭虑,鞠躬尽瘁,但由于生不逢时,结果只能是徒唤奈何。长期以来学界对载沣评价极低,这是错误的历史记忆。     

Are we able to pass the mission of statistics to students?

The article illustrates our long term experience in teaching statistics for non‐statisticians, especially for students of economics and humanities. The article is focused on some problems of the basic course that can weaken the interest in statistics or lead to false use of statistic methods.     

Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning

We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.     

A Somatic Epistemology for Education

This paper continues the dialogue between David Elkind (2004) and Jamin Carson (2005) on constructivism. The opinions of both writers on this educational theory have been published in recent issues of The Educational Forum.     

Chapter Ten

No abstract available for this article.     

“由果循因”和“五段式”教学法在《液压传动》中的应用

讲授《液压传动》课程时,按照培养未来工程师的指导思想,列举案例,通过"由果循因"和"五段式"的教学实践,探索出一种有效的现代教育教学模式。     

On Reading Theories and Instruction Model

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